Active Outline
General Information
- Course ID (CB01A and CB01B)
- ICSD002A
- Course Title (CB02)
- Introduction to Peer Mentoring, Leadership, and Community Building
- Course Credit Status
- Credit - Degree Applicable
- Effective Term
- Fall 2023
- Course Description
- This is an introduction to peer mentoring, including a focus on the social and historical context of educational practices, and the role of mentors in improving student success.
- Faculty Requirements
- Course Family
- Not Applicable
Course Justification
This course fulfills general education and breadth requirements for ý College. It also serves as an elective course for the Certificate for Leadership and Social Change. It addresses the need for students to be culturally competent, including understanding the historical and contemporary issues affecting the lives of community college students.
Foothill Equivalency
- Does the course have a Foothill equivalent?
- No
- Foothill Course ID
Formerly Statement
Course Development Options
- Basic Skill Status (CB08)
- Course is not a basic skills course.
- Grade Options
- Letter Grade
- Pass/No Pass
- Repeat Limit
- 0
Transferability & Gen. Ed. Options
- Transferability
- Transferable to both UC and CSU
| ý GE | Area(s) | Status | Details |
|---|---|---|---|
| 2GDX | ý GE Area D - Social and Behavioral Sciences | Approved |
Units and Hours
Summary
- Minimum Credit Units
- 2.0
- Maximum Credit Units
- 2.0
Weekly Student Hours
| Type | In Class | Out of Class |
|---|---|---|
| Lecture Hours | 2.0 | 4.0 |
| Laboratory Hours | 0.0 | 0.0 |
Course Student Hours
- Course Duration (Weeks)
- 12.0
- Hours per unit divisor
- 36.0
Course In-Class (Contact) Hours
- Lecture
- 24.0
- Laboratory
- 0.0
- Total
- 24.0
Course Out-of-Class Hours
- Lecture
- 48.0
- Laboratory
- 0.0
- NA
- 0.0
- Total
- 48.0
Prerequisite(s)
Corequisite(s)
Advisory(ies)
EWRT D001A or EWRT D01AH or ESL D005.
Limitation(s) on Enrollment
Entrance Skill(s)
General Course Statement(s)
(See general education pages for the requirements this course meets.)
Methods of Instruction
Lecture and visual aids.
Discussion of assigned readings.
Collaborative learning and small group exercises.
Discussion of course topics and videos in relation to real life examples drawn from students' experiences and observations.
Quiz and examination review performed in class.
Guest speakers
Field observation and field trips
In-class essays
In-class exploration of Internet sites
Assignments
- Required readings and preparation for in-class reading discussions.
- Analytical papers examining a course topic, such as group dynamics, problem solving and confidentiality.
- Preparation and delivery of group project, including oral presentation and individual written paper based on a course topic, that connects theoretical concepts to practical experience and civic projects.
Methods of Evaluation
- Participation in class. Evaluation will be based on students ability to discuss and analyze assigned material and course concepts.
- Quizzes and examinations that require students to demonstrate comprehension, application, and critical assessment of concepts, theories, and ideas introduced by the course.
- Group projects or presentations including a final, culminating project, that require students to demonstrate comprehension and critical examination of a contemporary social issues and their relevance to the ý community.
- Reflective essays requiring students to employ critical thinking skills as they pertain to their own practice as peer educators and members of the community.
- Video self assessment to reflect upon and evaluate interactions with familia.
Essential Student Materials/Essential College Facilities
Essential Student Materials:
- None.
- None.
Examples of Primary Texts and References
| Author | Title | Publisher | Date/Edition | ISBN |
|---|---|---|---|---|
| Agee, Karen and Russ Hodges. Handbook for Training Peer Tutors and Mentors. Cengage Learning, Mason OH, 2012. | ||||
| Bordas, Juana. Salsa, Soul, and Spirit: Leadership for a Multicultural Age. Second Edition. Berett-Kohler Publishers, San Francisco, 2012. | ||||
| Gunn, Tim. Tim Gunn: The Natty Professor: A Master Class on Mentoring, Motivating, and Making it Work!. Gallery Books, New York, 2015. | ||||
| Newton, Fred B. and Steven C. Ender. Students Helping Students: A Guide for Peer Educators on College Campuses. Jossey-Bass, San Francisco, 2nd ed, 2010. | ||||
| ý College Catalog |
Examples of Supporting Texts and References
| Author | Title | Publisher |
|---|---|---|
| Darling, Felicia. Teachin' It: Breakout Moves that Break Down Barriers for Community College Students. Teachers College Press, New York, 2019. | ||
| Elias, Maurice J. and Joseph E. Zins. Promoting Social and Emotional Learning. Association for Supervision and Curriculum Development, Pennington, NJ, 1997. | ||
| Komives, Susan R. The Handbook for Student Leadership Development. Jossey-Bass, San Francisco, 2011. | ||
| Kouzes, James and Barry Posner. The Student Leadership Challenge: Five Practices for Becoming an Exemplary Leader. Second Edition. The Leadership Challenge, A Wiley Brand. San Francisco, 2014. | ||
| Lipsky, Sally A. A Training Guide for College Tutors and Peer Educators. Pearson. Boston, 2011. | ||
| Lucas, Lisa J. Practicing Presence: Simple Self-Care Strategies for Teachers. Stenhouse Publishers, Maine, 2017. | ||
| Melville, Diane. The Community College Advantage: Your Guide to Low-Cost, High-Reward College Experience. Sourcebooks, Inc., Naperville, IL, 2013 | ||
| Sanft, Marni, Michael Jensen and Eldon McMurray. Peer Mentor Companion. Wadsworth Cengage Learning, Belmont, CA, 2008. | ||
| Selden, Scott. Mentoring Human Potential: Student Peer Mentors as Catalysts for Academic Success. iUniverse Inc. Bloomington, IL, 2011. | ||
| Smith, Buffy. Mentoring At-Risk Students through the Hidden Curriculum of Higher Education. Lexington Books, Lanham MA, 2013. | ||
| Suárez-Orozco, Carola and Olivia Osei-Twumasi. Eds. Immigrant-Origin Students in Community College: Navigating Risk and Reward in Higher Education. Teachers College Press, New York, 2019. | ||
| Varenhorst, Barbara B. Training Peer Helpers: Coaching Youth to Communicate, Solve Problems and Make Decisions. Search Institute, Minneapolis, 2011. | ||
| Wyner, Joshua S. What Excellent Community Colleges Do: Preparing All Students for Success. Harvard Education Press, Boston, 2014. | ||
| Zachary, Lois J. The Mentor's Guide: Facilitating Effective Learning Relationships. Jossey-Bass, San Francisco, 2011. |
Learning Outcomes and Objectives
Course Objectives
- Assess and critique contemporary social scientific research about race, ethnicity and social inequality from multiple fields of study such as ethnic studies, sociology, education and psychology.
- Identify key concepts and historical moments in the United States educational system pertaining to discrimination against, or increasing opportunities for, under-served populations.
- Define and critique various models of intervention that may improve student success
CSLOs
- Analyze complex social issues and explain how they may affect students' educational outcomes.
- Explain historical and current educational practices in the United States as related to equity.
- Identify various programs, student services and campus resources designed for student success.
Outline
- Assess and critique contemporary social scientific research about race, ethnicity and social inequality from multiple fields of study such as ethnic studies, sociology, education and psychology.
- Identify various forms of social inequality and discrimination as they are manifested in a variety of settings, such as neighborhoods and schools, on both the institutional and personal levels.
- Analyze the relationship between social inequality and educational opportunity.
- Understand the meaning and value of diversity in the society at large, in our specific communities, and in the college setting.
- Identify key concepts and historical moments in the United States educational system pertaining to discrimination against, or increasing opportunities for, under-served populations.
- Define and recognize the elements of “Hidden Curriculum” in academic settings.
- Explain the significance of historical movements that have increased or decreased inclusion and diversity within educational institutions.
- Compare and contrast conventional and alternative practices in education that may support or discourage diverse participation.
- Explain contemporary research on the psychology of learning and how it can be used to empower college students.
- Define and critique various models of intervention that may improve student success
- Compare and contrast “tutoring”, “mentoring”, “peer counseling” and other forms of peer to peer support.
- Understand the advantages/disadvantages of faculty versus peer mentors, recognizing the roles and limitations of each.
- Be familiar with student services, EOPS, Cohorts, and other campus programs at ý.
